The Effect of Using Visitor Chair Strategy on Developing Divergent Thinking Among Class Students the First is Intermediate in the Arabic Language

Abstract

The current research aims to identify "the impact of the use of the visitor chair strategy on developing divergent thinking among first-grade middle school students in the Arabic language subject to achieve the objectives of the research, the researcher developed the following two hypotheses. There was no statistically significant difference at the level (0.05) between the average scores of the experimental group students who studied the grammar subject using the visitor chair strategy and the average score of the control group who studied the grammar subject using the usual method in the dimensional divergent thinking test.

There is no statistically significant difference at the level (0.05) between the mean scores of students of the experimental group who studied the grammar subject using the visitor chair strategy in the pre and post-tests of divergent thinking.

The researcher relied on the experimental design with partial control of the experimental and control groups, and after the researcher identified the secondary in which the experiment will be applied.

The researcher adopted the test (Al-Tamimi, 1996) and then applied the test in its final form to the research sample and using the T-test for two independent samples, and the T-test for two samples linked in data processing:

A statistically significant difference appeared at the level of significance (0.05) between the students of the two research groups and in the interest of the experimental group that was taught using the visitor chairs strategy in the post and pre-divergent thinking in the interest of the experimental group.